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Applying curriculum theory to classroom reality of K-12 classroomsPractical and engaging, this book contains 21 case studies that help students apply curriculum theory to classroom reality. Each case is authored by an in-service teacher, reflecting on ways to improve instruction by making changes to various aspects of the curriculum. These real-life examples investigate up-to-date curricular issues ranging from accountability in education to curriculum design, implementation, and evaluation, school reform, pedagogy, and decision making in diverse educational settings. Key Features

Consistent formatting- Each case follows the same structure and includes proposed/actual solutions and expected/observed outcomes, allowing readers to compare their solutions to those in the text- leading to reflective, data-driven decision making Points to Ponder-Open-ended questions invite readers to further elaborate on how the solution proposed by the practitioner may impact additional curricular levels Text Boxes- Brief background information related to each cases provides a context for analysis

Tabla de contenidos provista por Syndetics

• Preface
• Acknowledgements
• Case Study Matrix
• 1 Bringing Diversity Into a Less Diverse Environment
• 2 Bringing Calculus to Life: Hands-on Learning in a New Sequence of Courses
• 3 Meeting the Individual Needs of Each Student at an Alternative High School
• 4 Using Assessment and Student Interest Data to Inform Differentiated Instruction in an Inclusive Classroom
• 5 Motivating Students to Learn in a Peer-Supported School Environment
• 6 Authentic Audience and Affective Learning in a Gifted and Talented Middle School Program
• 7 "Discovery Math": From Professional Development to Classroom Practice
• 8 Student Understandings as a Basis for Motivation and Participation in a Severe Emotional Disturbance/Severe Behavioral Handicap High School Classroom
• 9 Meeting Student Learning Requirements by Means of an Improved Writing-Across-Curriculum Program
• 10 Student Portfolios and Authentic Assessment in a Diverse Multiage Preschool Classroom
• 11 Skill Building in Elementary Math: Between Remediation and Academic Promotion
• 12 Prevention Programs as Means to Teach Social Skills in Elementary School
• 13 Educating the Community About a Needed Levy Increase: The Teacher as a Political Activist
• 14 The Mandated Curriculum Meeting the Needs of Teachers and Their Favored Practices
• 15 Balancing Data-driven Decision Making and Shifting Paradigms in a New Elementary Math Curriculum
• 16 Professional Development That Works, Please!
• 17 Using Curriculum Relevance to Motivate Students
• 18 The Integration of Autistic Classes Into the Physical Education Curriculum
• 19 Developing a Literacy Program for Children With Learning Disabilities
• 20 My Students Can't Write, and I'm Forced to Use a Curriculum That Doesn't Help Them Learn How
• 21 Meeting the Needs of Diverse Learners and the Mandates of Accountability Without Compromising
• Glossary
• Index
• About the Author

Notas de autor provistas por Syndetics

Marius Boboc earned his M.A. in Teacher Leadership from Roosevelt University in Chicago and his Ed.D from University of Northern Iowa, majoring in curriculum and instruction.

Dr. Boboc's research interests include differentiated instruction; classroom management and conflict resolution; curriculum theory; pedagogy of online teaching and learning; postmodernism in education; and instructional design. He authored two journal articles written during his involvement in the InTime project at the University of Northern Iowa. He is currently under contract to write a textbook Teaching with Educational Psychology , a collaborative endeavor with a colleague at Cleveland State and a professor at Merrimack College in Massachusetts. Research both in progress and under review connects his teaching practice with topics that prompt the investigation of student-centered pedagogy and reflective professionalism. Dr. Boboc currently teaches undergraduate courses in general teaching methods and student assessment, as well as graduate courses in curriculum and instruction and classroom and school-wide management.